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EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM
Effects of Schema-based Instruction Delivered through Computer-based Video Instruction on Mathematical Word Problem Solving of Students with Autism Spectrum Disorder and Moderate Intellectual Disability
Effects of Singapore Model Method with Explicit Instruction on Math Problem Solving Skills of Students At Risk for or Identified with Learning Disabilities
Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability